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Play the video (day1_video).  Have students stand up to sing along and follow the body movements demonstrated in the video.

• After students are familiar with the movement and tune, show Slide 1-3 (day1_PPT) with photos and words in characters which are the lyrics of the breakfast song.  

• Have students sing again with the PPT slides.  Please note that the slides are animated so that each image and words will appear on click.

• Optional: Ask students to create their own rap and make a video to post it on an appropriate place where students can see. (school website, blog, etc.)

Activity 2

• Teach the vocabulary from the Slide 4-21.

• First, lead the students to say the new words.  Then, go through the new words again, but have students to pronoun the words by themselves.

• Divide students in groups of 4.  Print out the pictures in Slide 4-21 in advance, one set of pictures per group.

• The 4 students in each group take turns saying one of the new words, and the rest 3 students compete to be the first one to find the picture in the pile, corresponding to the word said.

Activity 3

• Review the sentence/question patterns: 你（不） 喜欢吃/喝什么？；我（不） 喜欢吃/喝什么？________.

• Give each student the form (day1_worksheet).

• First, students fill out their like/dislike of food and drink.  They can draw pictures or write pinyin. No need to write characters.

• Ask students to interview 3 students regarding their like/dislike of food and drink, and fill in the information in the worksheet. Then write three sentences based on your findings.

• Teacher selects some students to report their findings.

Closing Activity

Exit slip: each student has to answer the following 4 questions: 你喜欢吃什么？不喜欢吃什么？你喜欢喝什么？不喜欢喝什么？

Homework

• Give each student the worksheet (day1_homework).

• This task helps students further familiarize with high-frequency characters appearing in food/dish words.

Activity 1 (day2_PPT, Slide 1-13)

• This activity introduces the new words, and activates prior knowledge about the types of breakfast preferred by different countries.  

• First, review the names of 6 countries (Slide 2-7).

• Guide students to identify the breakfast items in each picture (Slide 8-13) and ask them to guess which country people prefer the breakfast items.

Activity 2

• Practice the words for breakfast items.

• Divide students in pairs.  Give each pair the worksheet (day2_worksheet p. 1).

• Before working on the worksheet, Teacher leads students to read aloud the breakfast items and make sure they know the meaning of those items.

• Once students complete the task, Teacher selects some students to provide their answers.

Activity 3 (day2_PPT Slide 14-15)

• Students work in pairs.  First scan the word “早餐” in the short text (day2_worksheet p. 2) and answer the question: How many “早餐” are in the text?

• Then, scan all of the country names, and answer the question: How many countries are mentioned?

• Lastly, scan all the food items they can identify, and answer the question: how many food items are in the text?

• Based on the words they have scanned/identified, each pair suggests a title for the text.

• Teacher selects some students to present their titles.
  
  

Closing Activity

See the exit slip task in day2_worksheet (p.3)  

Homework

• Introduce the sentence structure 一边.. 一边. With each slide, teacher models the sentence structure, then asks students to repeat the sentences (slide # 2 ~ 4).

• Select students to use the pattern to describe each picture (slide # 5~ 12).

Activity 2

• Charade game: group competition.  

• Use the flashcards (day3_flash cards).

• Choose one student as timer and scorekeeper. Divide the class into groups of 4 students. Choose a student from group 1 to come to the front. Have the student pick randomly 2 flashcards to act the actions out without speaking.  The rest of the class is given 30 seconds to describe the actions using 一边，一边. The group speaks first scores. Then choose a student from group 2. Continue the game until running out of cards.

Activity 3

• Divide students in pairs.  Give each pair the worksheet (day3_worksheet p. 1)

• Have students in each pairs to scan three different items.

1. Circle the people in blue.

2. Highlight the sentence pattern 一边... 一边in yellow.

3. Underline the sentence with 一边...一边 in red.

• Once key words and patterns are identified, have them read the whole text and complete the graphic organizer in Task (2) in the worksheet.

• Then, answer the questions in Task (3) based on the graphic organizer.

• Go over the comprehension questions in whole class.

Activity 4

• Reading the article “我的早餐” in day3_article_my breakfast.

• Scan and underline the sentence pattern 一边... 一边 in text.

• Read aloud the sentence connected by一边... 一边.

• Answer the question: when the author eats breakfast with his family, what do they do at the same time?  

Activity 2

Complete the sentences using 如果....就 (See p.6 in day4_worksheet).

Objectives

• Use the sentence structure 不但...而且.

• Identify the sentence structure in the text and comprehend the meaning.

Warm-up Activity: 早餐歌 to review basic food words.

Activity 1

Introduce the pattern不但...而且 through watching the video on Enpuzzle: https://edpuzzle.com/media/5998f14e9592de1891550903.  Students answer the simple questions on Edpuzzle.   

Activity 2

• This activity provides students the opportunity to practice the pattern不但...而且.  

• Make copies of the worksheet for students in pairs.   Students in each pair first cuts the sentence strips and organize them into 2 piles according to the colors (day5_worksheet p. 1).

• The task is to match the strips and make good sentences.

• Come back as a whole group to share results.   

Activity 3

• Use the pattern不但...而且 to create sentences based on the scenarios provided (day5_worksheet p. 2).

• Model the first picture to demonstrate how to paraphrase 这个房间大, 也很舒服” by using不但...而且, such as  “这个房间不但大，而且也很舒服”。

• Students in pairs do the rest items.  Focus on speaking, no need to write the sentences.  

• Teacher asks some students to share their works.

Activity 4

4th paragraph: gap reading
One student will read aloud only “早餐”, the rest will read the remaining.

Activity 2: (Slide 9, Worksheet p. 3)

• Cloze exercise (1) guides students to notice the key words used in the text.

• Cloze exercise (2) guides students to summarize the main ideas of the text.

• Divide students in pairs to do the two exercises.

• After students complete each exercise, Teacher selects students to report their answers.

Activity 3: (Slide 10, Worksheet p. 4)

• Fill in a graphic organizer is a way to demonstrate students’ reading comprehension.

• Students in pairs work on the Activity 3 in day6_worksheept p. 4.

• Teacher selects students to provide answers for the organizer.

Activity 4  (Slide 11, Worksheet p. 5)

• Use Kahoot to check students’ reading comprehension.  Link: https://play.kahoot.it/#/k/311a0e78-b326-46c4-82ff-6e3e7464a5a1

• Students in small groups of 3 use laptops or mobile devices to create some questions about the texts. Then teacher edits and adds some inferential questions.  The questions are also in day6_worksheet (p. 5).

• Then the whole class plays “Kahoot”.

Activity 5 (Slide 12, Worksheet p. 6)

• This activity leads students to think and express their own opinions.

• Students in groups of 3 discuss the questions (in day6_worksheet p. 6) and select a person in the group to present their answers and views to the whole class.

Closing Activity

Student reflection: answer the following two questions

1)今天学到什么? ; 2)你的Kahoot 问题 答得怎么养？

Activity 2

• Give each pair the readings (day7_readings) which are two interviews

• transcripts of the TV clips they watch in Activity 1.  

• First, have each pair skim two key information: 1) Where is the customer from? 2) What kind of brunch are they having?  Then, Teacher checks their works (day7&8_worksheet p.1).

• Second, students in each pair work together to answer literal and inferential questions based on transcript (1).  Teacher checks their answers.

• Third, each pair develops 2 literal questions and 1 inferential question.

• Each pair shares their questions with the class.

Activity 3

• This activity guides students to summarize the main points of a text.

• Have each pair complete a cloze exercise which summarizes transcript (1), (day7&8_worksheet p.2)

• Then, each pair works together to write a few sentences to summarize
  transcript (2).

• Each pair shares their summaries with the whole class.

Activity 4

• This activity requires students to compare the differences and similarities between Chinese and western breakfast.

• Based on what they have learned so far, each pair works together to complete the Venn diagram (day7&8_worksheet p.2).  

• Teacher selects several pairs to share their works.

Activity 5

• This activity guides students to write a short paragraph about his/her favorite weekend brunch.  

• Students first are guided to answer some questions which help them to think what they can write (day7&8_worksheet p.3).

• Then, each student completes the writing.

• Teacher selects some students to read aloud their writings.

Activity 1

• This activity guides students to think and describe what dish they will bring (day9&10_worksheet, p.1).

• Divide students in groups of 3.  Students in each group take turns describing the dish that they plan to bring.

Activity 2

• After the group discussion, each student writes a short paragraph about the dish they will bring for the event of Breakfast Around the World.

• They first draft the description with the help with the teacher in class.  They can revise it at home before the event.

• The paragraph should be labeled with the dish they bring.

Activity 3:

On the day of Breakfast Around the World, students in small groups of 4 take turn describing their dishes.  When one student is speaking, the other students will take note (day9&10_worksheet, p.2).

Activity 4: Tasting and Voting

• After the small-group presentations, students are given plates and line up to get breakfast.  Everyone gets a small portion. Students read the descriptions of the dishes and try as many dishes as possible.   

• After tasting, students cast their votes for their favorite dish.  

• Teacher announces the favorite dish voted by class. Give recognition to all students who participate and have student to share how they like the event in target language.

Activity 5: Summative Assessment

Task (1) :
They write a short paragraph about the dish they like best.  A sample is given in the worksheet (day9&10 worksheet, p.3)

Task (2):